Scholarlink

This chapter presents results for the conceptual and political dilemmas teachers face in DI implementation. I outline the pivotal role of school communities, leaders, teachers and policy in fostering a shared commitment to and responsibility for understanding DI and implementing it effectively. Responding to the conceptual and political dilemmas, I argue for the embrace by schools of differentiation as a collective commitment and a multifaceted approach to support its integration into educational practices. Several factors are essential for the cultivation of a culture of DI in school communities. By fostering collective responsibility and collaboration, school communities can unlock the transformative potential of DI and ensure that all students receive the support and opportunities they need to thrive academically and personally.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Collective Commitment to and Responsibility for Differentiated Instruction

  • 章节

  • 发表日期：

    2025年

查看全文
  • Tom Porta

摘要

This chapter presents results for the conceptual and political dilemmas teachers face in DI implementation. I outline the pivotal role of school communities, leaders, teachers and policy in fostering a shared commitment to and responsibility for understanding DI and implementing it effectively. Responding to the conceptual and political dilemmas, I argue for the embrace by schools of differentiation as a collective commitment and a multifaceted approach to support its integration into educational practices. Several factors are essential for the cultivation of a culture of DI in school communities. By fostering collective responsibility and collaboration, school communities can unlock the transformative potential of DI and ensure that all students receive the support and opportunities they need to thrive academically and personally.